Journal articles on the topic 'Learner'
To see the other types of publications on this topic, follow the link: Learner.
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Learner.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Park, Kinam, Hyesung Ji, and Heuiseok Lim. "Development of a Learner Profiling System Using Multidimensional Characteristics Analysis." Mathematical Problems in Engineering 2015 (2015): 1–9. http://dx.doi.org/10.1155/2015/652623.
Full textAbstract:
We propose a learner profiling system that uses the multidimensional characteristic analysis of learners. For this purpose, a real-time monitoring system for learners was developed and then used to extract information of the characteristics of learners that appear in learning environments. The extracted information on the characteristics of learners is automatically constructed into personalized learner profiles through the learner profiling system. The contents of learner profiles consist of the cognitive ability of learners, the learning condition, and teacher assessment. To verify the effectiveness of the proposed study method, profiles of actual learners were constructed, with 210 elementary school students as subjects. As a result, the group that learned using the learner profiling showed a significant level of satisfaction in comparison to the group that did not use learner profiling. From this, it was demonstrated that the learner profiling system proposed in this paper could enhance learning effectiveness.
2
Freedman, Hayden, Neil Young, David Schaefer, Qingyu Song, André van der Hoek, and Bill Tomlinson. "Construction and Analysis of Collaborative Educational Networks based on Student Concept Maps." Proceedings of the ACM on Human-Computer Interaction 8, CSCW1 (April 17, 2024): 1–22. http://dx.doi.org/10.1145/3637313.
Full textAbstract:
Network Analysis has traditionally been applied to analyzing interactions among learners in online learning platforms such as discussion boards. However, there are opportunities to bring Network Analysis to bear on networks representing learners' mental models of course material, rather than learner interactions. This paper describes the construction and analysis of collaborative educational networks based on concept maps created by undergraduates. Concept mapping activities were deployed throughout two separate quarters of a large General Education (GE) course about sustainability and technology at a large university on the West Coast of the United States. A variety of Network Analysis metrics are evaluated on their ability to predict an individual learner's understanding based on that learner's contributions to a network representing the collective understanding of all learners in the course. Several of the metrics significantly correlated with learner performance, especially those that compare an individual learner's conformity to the larger group's consensus. The novel network metrics based on collective networks of learner concept maps are shown to produce stronger and more reproducible correlations with learner performance than metrics traditionally used in the literature to evaluate concept maps. This paper thus demonstrates that Network Analysis in conjunction with collective networks of concept maps can provide insights into learners' conceptual understanding of course material.
3
Ho, Kevin K. W. "The Role Of Learners' Academic Background On E-Learning." International Journal of Systems and Service-Oriented Engineering 4, no. 4 (October 2014): 51–64. http://dx.doi.org/10.4018/ijssoe.2014100104.
Full textAbstract:
Nowadays, instructional technologies are the enabler for educators to have more choices in course planning, course design, and lecturing. These technologies not only strengthen the communication between instructors and learners, but also let the learners get an easily access their course materials at anytime and from anywhere. As a result, many educational institutes, including formal universities and online educational service providers, are now using E-learning technologies to deliver their courses as pure online courses or hybrid courses. In this research, the effectiveness of using online discussion forum in teaching is evaluated based on five teaching criteria related to knowledge construction process: learner's motivation, learner's independence, learner-learner interaction, learner-instructor interaction, and learner's satisfaction. The author's findings indicated that IT majors are more positive towards the use of online discussion forum in E-learning.
4
Kotani, Katsunori, Takehiko Yoshimi, Hiroaki Nanjo, and Hitoshi Isahara. "A Corpus of Writing, Pronunciation, Reading, and Listening by Learners of English as a Foreign Language." English Language Teaching 9, no. 9 (August 7, 2016): 139. http://dx.doi.org/10.5539/elt.v9n9p139.
Full textAbstract:
<p>In order to develop effective teaching methods and computer-assisted language teaching systems for learners of English as a foreign language who need to study the basic linguistic competences for writing, pronunciation, reading, and listening, it is necessary to first investigate which vocabulary and grammar they have or have not yet learned. Identifying such vocabulary and grammar requires a learner corpus for analyzing the accuracy and fluency of learners’ linguistic competences. However, it is difficult to use previous learner corpora for this purpose because they have not compiled all the types of linguistic data that we need. Therefore, this study aimed to solve this problem by designing and developing a new learner corpus that compiles linguistic data regarding the accuracy and fluency of the four basic linguistic competences of writing, pronunciation, reading, and listening. The reliability and validity of the learner corpus were partially confirmed, and practical application of the learner corpus is reported here as case studies.</p>
5
Mpisi, Anthony, and Gregory Alexander. "Black Learner Perceptions of Teacher-Learner and Learner-Learner Relationships in Multicultural Spaces of Historically White Schools." International Journal of Learning, Teaching and Educational Research 21, no. 4 (April 30, 2022): 28–45. http://dx.doi.org/10.26803/ijlter.21.4.2.
Full textAbstract:
The purpose of this paper is to report on a research study which explored the perceptions of black learners with regard to their teacher-learner and learner-learner relationships in multicultural spaces of Historically White Schools in the five educational districts of the Northern Cape province in South Africa. A quantitative research approach, embedded in a descriptive data method of data analysis was employed, where a self-designed 4-point Likert scale questionnaire was given to 1037 black high school learners attending Historically White Schools in the Northern Cape. Learners used for the study included learners in grades 10 to 12. Selected items related to black learners’ perceptions of their relationships with their teachers and fellow learners in Historically White Schools. Data were analysed using descriptive analyses. In general, the study revealed that black learners experienced relatively pleasing relationships with their teachers and fellow learners alike. The study is noteworthy, as it reveals that black learners attending Historically White Schools feel accepted and respected by their teachers and fellow learners, which, in turn, is favourable for learners’ emotional security, sense of belonging and academic achievement. The study further highlights the critical value of teacher-learner and learner-learner relationships to learning, interaction, socialisation and communication in Historically White Schools, noting the tendency of these schools to assimilate black learners into the existing school culture, which is fundamentally based on Eurocentric values.
6
Fahad Raza, Muhammad, Muhammad Anwar, Arif Husain, Muhmmad Rizwan, Zhiguo Li, Hongyi Nie, Pavol Hlaváč, M. Ajmal Ali, Ahmed Rady, and Songkun Su. "Differential gene expression analysis following olfactory learning in honeybee (Apis mellifera L.)." PLOS ONE 17, no. 2 (February 9, 2022): e0262441. http://dx.doi.org/10.1371/journal.pone.0262441.
Full textAbstract:
Insects change their stimulus-response through the perception of associating these stimuli with important survival events such as rewards, threats, and mates. Insects develop strong associations and relate them to their experiences through several behavioral procedures. Among the insects, Apis species, Apis mellifera ligustica are known for their outstanding ability to learn with tremendous economic importance. Apis mellifera ligustica has a strong cognitive ability and promising model species for investigating the neurobiological basis of remarkable olfactory learning abilities. Here we evaluated the olfactory learning ability of A. mellifera by using the proboscis extension reflex (PER) protocol. The brains of the learner and failed-learner bees were examined for comparative transcriptome analysis by RNA-Seq to explain the difference in the learning capacity. In this study, we used an appetitive olfactory learning paradigm in the same age of A. mellifera bees to examine the differential gene expression in the brain of the learner and failed-learner. Bees that respond in 2nd and 3rd trials or only responded to 3rd trials were defined as learned bees, failed-learner individuals were those bees that did not respond in all learning trials The results indicate that the learning ability of learner bees was significantly higher than failed-learner bees for 12 days. We obtained approximately 46.7 and 46.4 million clean reads from the learner bees failed-learner bees, respectively. Gene expression profile between learners’ bees and failed-learners bees identified 74 differentially expressed genes, 57 genes up-regulated in the brains of learners and 17 genes were down-regulated in the brains of the bees that fail to learn. The qRT-PCR validated the differently expressed genes. Transcriptome analyses revealed that specific genes in learner and failed-learner bees either down-regulated or up-regulated play a crucial role in brain development and learning behavior. Our finding suggests that down-regulated genes of the brain involved in the integumentary system, storage proteins, brain development, sensory processing, and neurodegenerative disorder may result in reduced olfactory discrimination and olfactory sensitivity in failed-learner bees. This study aims to contribute to a better understanding of the olfactory learning behavior and gene expression information, which opens the door for understanding of the molecular mechanism of olfactory learning behavior in honeybees.
7
de Courcy, Michèle. "Four adults’ approaches to the learning of Chinese." Australian Review of Applied Linguistics 20, no. 2 (January 1, 1997): 67–93. http://dx.doi.org/10.1075/aral.20.2.05dec.
Full textAbstract:
The aim of this paper is to present the results of research conducted with four adult learners of Chinese, in order to throw some light on the process of learning Chinese as a second language. The term “process” is used here to refer to operations used by learners to find and/or construct meaning within the context of a particular second language classroom. “Strategy” refers to a single operation which is a feature of the process of meaning construction. Data were collected over a two year period using individual and group interviews, think aloud protocols, classroom observation and learner diaries. The students showed a number of different approaches to learning, not all of which could be classified as “good language learner” strategies. Findings relating to literacy are presented, as well as more general learner strategies. Research implications are that there is still much to be learned about what goes on in immersion classrooms, especially as regards older learners and languages with ideographic scripts.
8
Oya, Masanori. "Differences of Mean Dependency Distances of English Essays Written by Learners of Different Proficiency Levels." Glottometrics 53 (2022): 24–41. http://dx.doi.org/10.53482/2022_53_400.
Full textAbstract:
This study investigates the differences in the mean dependency distances (MDDs) of the English essays in a learner corpus, focusing on the different proficiency levels of learners, and the different dependency types. This study is based on the following three assumptions. Firstly, the MDDs of learners' production increase as proficiency levels increase. Secondly, there is an upper limit over which MDDs do not exceed, as predicted by the Dependency Distance Minimization principle. Finally, different types of dependencies show different tendencies across learners of different proficiency levels. This study attempts to verify these assumptions with substantial learner corpus data, categorized into subcorpora according to learner proficiency. Corpus analyses yield results that support these assumptions. These results are expected to constitute a prerequisite for employing the MDD of an individual learner's production to evaluate his or her proficiency level.
9
Paquot, Magali, and Sylviane Granger. "Formulaic Language in Learner Corpora." Annual Review of Applied Linguistics 32 (March 2012): 130–49. http://dx.doi.org/10.1017/s0267190512000098.
Full textAbstract:
Formulaic language is at the heart of corpus linguistic research, and learner corpus research (LCR) is no exception. As multiword units of all kinds (e.g., collocations, phrasal verbs, speech formulae) are notoriously difficult for learners, and corpus linguistic techniques are an extremely powerful way of exploring them, they were an obvious area for investigation by researchers from the very early days of LCR. In the first part of this article, the focus is on the types of learner corpus data investigated and the most popular method used to analyze them. The second section describes the types of word sequences analyzed in learner corpora and the methodologies used to extract them. In the rest of the article, we summarize some of the main findings of LCR studies of the learner phrasicon, distinguishing between co-occurrence and recurrence. Particular emphasis is also placed on the relationship between learners’ use of formulaic sequences and transfer from the learner's first language. The article concludes with some proposals for future research in the field.
10
Li, Shugang, He Zhu, Ying Qian, Shiqi Ren, and Bing Fang. "Classification and Quantification of Danmaku Interactions in Online Video Lectures: An Exploratory Study." Wireless Communications and Mobile Computing 2022 (September 28, 2022): 1–12. http://dx.doi.org/10.1155/2022/5656669.
Full textAbstract:
Danmaku is an important means of interaction in online education, providing a learning atmosphere of collaboration with peers. Nowadays, there have been more studies on Danmaku interaction. However, there are still some shortcomings in the existing literature for classifying and quantifying the content of Danmaku interactions. Semi-structured interviews were conducted with 35 informants to identify learner-content interaction that met learners’ functional needs and learner-learner interactions that met social, hedonic, and emotional needs. Using content analysis of two video lectures, we found that learner-learner interaction accounted for one-third in both. More learner-content interaction occurred in the lecture with declarative knowledge (in which instructors encouraged learners to practice) than in the lecture with procedural knowledge (in which the learners followed fixed steps). Learner-instructor interaction was also identified—especially when instructors had specific personal characteristics. Learner-interface interaction was also evident—especially in lectures that had quality issues. Since the learner-instructor communication was only one-way (no response from instructors), it was not perceived by learners, indicating that learners’ desire was not satisfied by Danmaku. The results of the study can provide teachers and content creators with advice related to course production and help teaching faculty recognize the importance of one-to-many interactive language and Danmaku interactions for learners.
11
Çardak, Çigdem Suzan. "A Multi-Perspective Investigation into Learners’ Interaction in Asynchronous Computer-Mediated Communication (CMC)." Higher Education Studies 6, no. 2 (April 6, 2016): 61. http://dx.doi.org/10.5539/hes.v6n2p61.
Full textAbstract:
<p>This article focusses on graduate level students’ interactions during asynchronous CMC activities of an online course about the teaching profession in Turkey. The instructor of the course designed and facilitated a semester-long asynchronous CMC on forum discussions, and investigated the interaction of learners in multiple perspectives: learners’ views, participation in terms of quantity, participation in terms of discussed issues and collaborative construction of new knowledge. 14 graduate students were participated in the study and 12 of them were interviewed. Meanwhile, 345 messages sent by the learners and the instructor were analyzed in order to identify discussed issues and social construction of knowledge. The results of the study showed that according to the message numbers and views of the learners, learner-instructor interaction was ahead of learner-learner interaction. Meanwhile, learner-content interaction was sustained by various discussion topics. Though learners’ views related to learner-learner, learner-instructor and learner-content interactions were positive in general, analyzing the contents of the messages didn’t reveal higher levels of co-construction of knowledge according to the Interaction Analysis Model.</p>
12
Radhakrishnan, Madhubala. "Personalized Mobile Learning and Course Recommendation System." International Journal of Mobile and Blended Learning 13, no. 1 (January 2021): 38–48. http://dx.doi.org/10.4018/ijmbl.2021010103.
Full textAbstract:
Mobile-based learning provides new experience to the learners to learn anything from anywhere and anytime by using their portable or mobile device. Vast educational contents and also different media formats can be supported by the mobile devices. Access speed of those materials has also improved a lot. With this advancement, providing required content or materials in the desired format to the learner is essential to the learning management system. Also, it is very important to guide the learner based on their interest in learning. With this outset, the proposed mobile learning system helps the learners to access different courses under different levels and different specializations. The course contents are in different formats called learning objects (LO). In order to provide personalized learning experience to the learner, the system finds the learner's preferences and selects the desired learning objects. It also recommends some specializations with level to the learners to achieve higher grades.
13
Kwon, Yanghyeon. "A Case Study on University Writing Class Applying Differentiated Instruction: Focusing on the “Basic Writing” Course at C University." Korean Society of Culture and Convergence 45, no. 11 (November 30, 2023): 241–52. http://dx.doi.org/10.33645/cnc.2023.11.45.11.241.
Full textAbstract:
This paper proposes individualized instruction as a teaching method that allows learners with different characteristics to participate in the entire writing process and practice the essence of writing education. The analysis results of class operation that applied individualized instruction using the non-face-to-face class method implemented during the pandemic are as follows. First, the LMS system accumulates learner data and allows the instructor to check the learner's individual achievement and provide continuous individual guidance. At this time, the guidance for each learner is meaningful in that it allows the learner to actively intervene in the context of the class. Next, 1:1 feedback through Zoom is meaningful in that learners, by participating in the feedback process, embody that the essence of writing lies in communication and realize that reflecting on their own writing is also a part of writing. What is important is that these teaching methods can provide learners with opportunities and experiences as ‘doer of writing’.
14
Savina, Alina, and Nadezhda Moroshkina. "Is It Possible to Read Other People’s Confidence While Testing Their Implicit Learning?" Russian Journal of Cognitive Science 6, no. 4 (December 31, 2019): 39–49. http://dx.doi.org/10.47010/19.4.4.
Full textAbstract:
Recent studies have shown that observers can accurately read a partner’s confidence in their decision without verbal information exchange. The main question of the present study concerns the possibility of an accurate reading of the metacognitive experiences of others if they make decisions based on implicit knowledge. The second question addressed the predictors of such mindreadings if they are possible. The experiment was conducted using an artificial grammar learning paradigm. Participants worked in dyads: the Learner implicitly learned to classify stimuli as grammatical and non-grammatical, and the Observer observed the classification process while having no access to the stimuli, and not communicating with the partner. The Observer’s judgment of the Learner’s confidence, as well as the Learner's judgment of his/her confidence, were recorded. The results demonstrate that the Learner's confidence judgments correlate with the Observer's judgments of his/her confidence. Moreover, only the confidence judgments of the Learner correlate with the classification accuracy. It is concluded that intrapersonal confidence judgments and interpersonal confidence judgments are partially guided by the same criteria (in particular, response time), however, the Learners’ judgments of their own confidence in the decisions are more sensitive to the implicit knowledge
15
Jabbour, Khayrazad Kari. "Presents Spoken Texts in Multimedia Instructions as an Alternative to Printed Texts." Journal of Education and Vocational Research 3, no. 9 (September 15, 2012): 297–302. http://dx.doi.org/10.22610/jevr.v3i9.81.
Full textAbstract:
Multimedia instructions refer to presentations that contain graphics and texts information. The graphics can include pictures, drawings, diagram, chart, animation, video, or simulations. In addition, texts can include printed texts or spoken texts. Multimedia education occurs when learners create mental representations caused by combining texts and relevant graphics simultaneously in lessons. Research evidence shows that not all multimedia instructions are equally useful. How can we use multimedia instructional to help learners to grasp knowledge? Do learners learn better when multimedia instructions present spoken text in multimedia instructions as an alternative to printed text principle? This article examines whether there is any benefit on supplementing spoken text with multimedia. Specifically, do learners learn more from spoken text and graphics, rather than from printed text and graphics? Meaningful learning engages the learner into excessive cognitive load processing during learning; on the other hand, the learner’s cognitive capacity is limited. For that, reasons multimedia instructional designers must take into account the learner's cognitive load processing. One of the obstacles of multimedia instructions is the possibility of overloading the learners’ cognitive capacity. Multimedia instructional designers must design multimedia instruction in ways that minimize the possibility of overloading the learners’ cognitive capacity. Also will examines the limitations of presenting spoken rather than printed texts; Reasons for presenting spoken rather than printed texts; Evidence for Using Spoken Rather Than Printed Text; And when this principle applies.
16
Pratama, Ryan Andhika. "Understanding the Three Types of the First Semester Learners in English Language Education Study Program." Language Circle: Journal of Language and Literature 14, no. 1 (October 16, 2019): 19–26. http://dx.doi.org/10.15294/lc.v14i1.19806.
Full textAbstract:
Every learner has their own learning styles, and there are three types of learner; such as visual learner, auditory learner, and kinesthetic learner. This paper will talk about the three types of learners based on their learning styles, the classification of English Language Education Study Program students based on the three types of learners, and what should the teachers do to help them to achieve the greater knowledge while learning new things. The research using the VAK Learning Styles Self-Assessment Questionnaire obtained from Swinburne University of Technology. The result shows that from the total of 153 students, there are 47% visual type learners, 36% auditory type learners and 17% kinesthetic type learners.
17
Yu, Rongmei. "On Fostering Learner Autonomy in Learning English." Theory and Practice in Language Studies 10, no. 11 (November 1, 2020): 1414. http://dx.doi.org/10.17507/tpls.1011.09.
Full textAbstract:
With the teaching of English being more and more communicative, the tradition teacher-centered approach is facing a big challenge and is being replaced by the learner-centered one. It means that learners will assume greater responsibility for their own English learning. Therefore, fostering learner autonomy is of the utmost importance in the teaching of English. Over the last ten years, fostering learner autonomy has become the chief concern in the field of English language teaching. As a result, many records have been obtained in different studies of learner autonomy. This paper aims at an exploration of fostering learner autonomy in the teaching of English and learners' attitudes, motivation and strategies. Because, serve as three important conditions for learner autonomy in the teaching of English. These conditions will largely influence the learning of learner autonomy. On the basis of the above exploration learner training for fostering learner autonomy, must entail two aspects. Firstly, setting up self-access centers can provide learners with an autonomy-supportive learning environment, which will contribute to enhancing learners' motivation and can strengthen their confidence in their English learning. Secondly, teachers themselves should reconsider their roles in fostering learner autonomy. They should act as facilitators, counselors and resource rather than classroom controllers. In this way, learners can feel more willing to accept responsibility for their own learning and strengthen their ability to do so.
18
Guo, Xingrong, Xiang Li, and Yiming Guo. "Factors Influencing the Satisfaction of Second Language Learners of Chinese in Online Courses." Behavioral Sciences 14, no. 5 (May 4, 2024): 387. http://dx.doi.org/10.3390/bs14050387.
Full textAbstract:
The study aims to investigate the relationship among the key factors affecting second language learners’ satisfaction with online Chinese courses and their willingness to continue utilizing them by constructing a Model of Chinese Learners’ Satisfaction in Online Courses. Additionally, the influence of participants’ individual differences was also explored. A total of 203 second language learners of Chinese participated in the questionnaire survey, with 5 learners further participating in interviews. Learner expectations, learner perceived quality, and learner perceived value were identified as important factors influencing learner satisfaction and willingness to continue using the online course. The results of the questionnaire survey showed that (1) learner individual differences, such as age, Chinese proficiency, weekly study duration, and offline Chinese course experience, significantly influence learner satisfaction. (2) Learner expectations have a significant positive impact on perceived quality, while perceived quality positively affects perceived value. (3) Learner satisfaction significantly influences the willingness to continue using online courses. (4) The results of the interview revealed that most learners still prefer traditional offline courses, indicating that online teaching has several shortcomings and deficiencies. Overall, this study provides some scientific and reasonable decision-making references for improving online teaching methods, aiming to enhance learner satisfaction and promote the development of online education.
19
Kwon, Heokseung. "English learner corpora and research in Korea." Corpora 17, Supplement (October 2022): 5–22. http://dx.doi.org/10.3366/cor.2022.0244.
Full textAbstract:
The interest in the exploitation of corpora in the study of Korean L2 learners’ use of English has risen dramatically over the past two decades, leading to the compilation of learner corpora and to numerous empirical investigations into Korean learners’ use of English. This paper will give an overview of the compilation and characteristics of English learner corpora in Korea and will also provide an analysis of the recent trends in learner corpus research. It was not until the mid-2000s that Korean academics started to compile English learner corpora, such as the snu Korean-speaking English Learner Corpus (skelc), the Yonsei English Learner Corpus (yelc), the Gachon Learner Corpus (glc), the Neungyule Interlanguage Corpus of Korean Learners of English (nickle), the efl Teacher Corpus (etc), the Korean English Learners’ Spoken Corpus (kelsc) and the ets Corpus of Non-native Written English (TOEFL11). There have also been a growing number of learner corpus-based studies that used the existing learner corpora as well as self-compiled corpus data. All the learner corpus-based research articles published in two Korean academic journals ( English Teaching and Korean Journal of Applied Linguistics) will be reviewed and analysed in terms of research topics and areas, data types, analysis methods and corpus compilation practices. Finally, this paper will suggest some future directions for learner corpus compilation and research in Korea.
20
LEOW, Min Hui, and Rafiza ABDUL RAZAK. "MALAYSIAN ELEMENTARY LEARNERS’ SELF-REGULATION, MOTIVATIONAL BELIEFS AND LEARNER CONTROL MOTIVATION WHEN EXPERIENCING ONLINE TUTORIALS." Turkish Online Journal of Distance Education 25, no. 1 (January 1, 2024): 334–52. http://dx.doi.org/10.17718/tojde.1262408.
Full textAbstract:
Online learning is emphasised in the 21st century curricula as one of the efficient instructional practices that improves the learning ownership of contemporary learners. A key factor in ensuring success in learners’ online learning environments is the implementation of learner control. Learner control motivation is influenced by multiple interconnected beliefs and learner-directed learning practices. This study focuses on self-regulation strategies and motivational beliefs in the context of post-pandemic online tutorials. The aim of this study was to discover the influence of self-regulation strategies on learners’ motivational beliefs, and the impact of learners’ motivational beliefs on their learner control motivation when experiencing online tutorials. This study comprises 14 learners (age 9) from a Malaysian elementary school. Qualitative case study methodology was employed, using interviews and observations. The results of this study revealed a significant relationship between self-regulation and motivational beliefs in order to comprehend learners’ motivation for learner control when experiencing online tutorials. The results drew attention on self-regulation strategies to guide online instruction that underpins learners’ motivational beliefs and enhances learner control motivation.
21
Dewi, Desi Surlitasari, and Eka Wilany. "THE RELATIONSHIP BETWEEN LEARNER AUTONOMY AND MOTIVATION IN EFL SPEAKING CLASS." ELP (Journal of English Language Pedagogy) 8, no. 2 (July 3, 2023): 194–208. http://dx.doi.org/10.36665/elp.v8i2.758.
Full textAbstract:
Despite continuous effort to establish an engaging learning environment, there is a lack of motivation among EFL learners in speaking class. Understanding the relationship between autonomy and motivation might provide insights into effective methods of instruction in EFL speaking classes when learners need to strengthen their speaking skills. This study aimed to investigate the relationship between learner autonomy and motivation in higher education, particularly in EFL speaking classes. The research method employed in this correlational study was a questionnaire to assess learner autonomy and motivation. The data were analyzed quantitatively using Pearson product moment and linear regression. The findings indicate a positive correlation between learner autonomy and motivation in EFL speaking classes (r-value = .835; Sig. (2-tailed) .000 < .05). Specifically, learners’ control of cognitive process, independent use of learning resources, learner's control of affective process, and autonomous use of learning skill were significantly correlated with motivation in EFL speaking (r = .731, Sig .001; r = .841, Sig .000; r = .855, Sig .000; r = .753, Sig .000, n=17; Sig .05). Although independent use of technology was not significantly correlated, it had a positive and low correlation towards motivation in EFL speaking (r = .358, Sig .158, n = 17, Sig .05). The five aspects of learner autonomy simultaneously had a strong significant effect on motivation (R2 = .798, p < .001). The findings suggest that educators can design instruction that promote learner autonomy and increase motivation in EFL speaking classes.
22
Mardiana, Rizdika. "Foreign language learning strategies of three Indonesian multilinguals: A narrative inquiry study." Lililacs Journal : English Literature, Language, and Cultural Studies Journal 3, no. 2 (July 27, 2023): 13–23. http://dx.doi.org/10.21009/lililacs.032.02.
Full textAbstract:
Foreign language learners usually learn a foreign language using their first language. There has been limited report on study discussing the ability of foreign language learners to learn a foreign language using their learned foreign language. This study employed an autobiographical narrative inquiry based on the experience of three multilinguals. This study aimed to find out their strategies in learning foreign languages and the factors affecting in learning foreign languages. This study found that there were two Indonesian multilinguals that learn Japanese using their limited ability in English. The other multilingual learn English at school and learned Dutch at a language course. The results proved that there are factors such as learner characteristics, linguistic factors, learning processes, age and acquisition, instructional variables, context, purpose, motivation, attention, attitude, study habit, self-concept, and student aptitude affecting learners in learning foreign languages. This study gives little contribution to our understanding on the strategies that might been applied by a foreign language learner to learn a new foreign language.
23
Crafford, Gerrie, and Benjamin Rosman. "Improving Reinforcement Learning with Ensembles of Different Learners." MATEC Web of Conferences 370 (2022): 07008. http://dx.doi.org/10.1051/matecconf/202237007008.
Full textAbstract:
Different reinforcement learning (RL) methods exist to address the problem of combining multiple different learners to generate a superior learner. These existing methods usually assume that each learner uses the same algorithm and/or state representation. We propose an ensemble learner that combines a set of base learners and leverages the strengths of the different base learners online. We demonstrate the proposed ensemble learner’s ability to combine the strengths of multiple base learners and adapt to changes in base learner performance on various domains, including the Atari Breakout domain.
24
Wirapatni, Anak Agung Istri Sri, P. K. Nitiasih, and L. P. Artini. "Exploring Senior High School EFL Teachers’ Beliefs Regarding Learner Autonomy." Journal of Education Research and Evaluation 5, no. 1 (January 14, 2021): 118. http://dx.doi.org/10.23887/jere.v5i1.29945.
Full textAbstract:
Since Indonesian education paradigm shifted from teaching to learning, the development of learner autonomy is more emphasized on the learner-centeredness. Henceforth, it is important to conduct a study of teachers’ beliefs regarding learner autonomy as it is widely known that teachers are recognized as an active agent to inculcate autonomy among learners. This study aims to explore EFL teachers’ beliefs regarding the idea of learner autonomy and its development within senior high school settings. This study was a mixed method study that employed a questionnaire and interview as instruments to obtain the data. The participants of this study were 18 senior high school EFL teachers. The result of the study shows that teachers hold very positive beliefs toward learner autonomy. Most of the teachers believe their learners are less autonomous in learning. Learners tend to be passive and less independent of teacher. Teachers assert that they are already promoting learner autonomy within their teaching. Some efforts have been done by EFL teachers to promote autonomy among learners such as giving freedom for learners to express themselves in learning, giving learners opportunities to solve their problems as well as motivating the learners to learn English. The constraints that teachers encounter basically derived from two factors: intrinsically from the learners’ low motivation to learn and extrinsically from the school facilities that are less adequate to support the development of learner autonomy.
25
Reichle, Joe, and David E. Yoder. "Communication Board Use in Severely Handicapped Learners." Language, Speech, and Hearing Services in Schools 16, no. 3 (July 1985): 146–57. http://dx.doi.org/10.1044/0161-1461.1603.146.
Full textAbstract:
Four severely retarded preschool children were taught to label four objects using a manual, direct select communication board. After acquisition, learners failed to generalize to either commenting or requesting using the trained vocabulary. It was hypothesized that learners failed because (a) they had never learned to request using their newly acquired vocabulary or (b) because the production of object labels was only under control of the verbal stimulus "What's this?" A second experiment, designed to test these hypotheses, suggested that teaching a pragmatic discrimination between requesting and object labeling resulted in improved performance for two learners. A procedure to shift stimulus control from a verbal cue ("What's this? ") to the presence of the object improved performance on spontaneous probes for a third learner. The remaining learner failed to acquire the spontaneous use of the acquired vocabulary.
26
Kaiss, Wijdane, Khalifa Mansouri, and Franck Poirier. "Pre-Evaluation with a Personalized Feedback Conversational Agent Integrated in Moodle." International Journal of Emerging Technologies in Learning (iJET) 18, no. 06 (March 21, 2023): 177–89. http://dx.doi.org/10.3991/ijet.v18i06.36783.
Full textAbstract:
Pre-evaluation of the learner's level is a common learning strategy designed to determine the prior knowledge and skills of learners. A pre-evaluation is carried out at the beginning of the course and based on the results obtained, personalized resources will be provided that respond to individual learner needs. This paper presents a pre-evaluation for a C programming language course by providing, at the end of the quiz, a personalized formative feedback and recommendation to the learners. We have developed our conversational chatbot named QuizCbot, which allows learners to go directly to the parts where they need the most help through the personalized feedback provided to them, including their final scores, the questions they answered correctly and the questions they answered incorrectly with the correct answer and explanation. Hence, the chatbot makes a recommendation on the concepts in which the learner did not obtain the average, identifying the concepts not mastered where the learner needs more (or less) support. Determining what learners know and don't know can help to improve the learning experience. We have integrated our QuizCbot chatbot, which is based on Natural Language Understanding (NLU), into the Moodle learning environment.
27
Lengkanawati, Nenden Sri. "LEARNER AUTONOMY IN THE INDONESIAN EFL SETTINGS." Indonesian Journal of Applied Linguistics 6, no. 2 (January 23, 2017): 222. http://dx.doi.org/10.17509/ijal.v6i2.4847.
Full textAbstract:
Learner autonomy in Indonesian educational institutions has not commonly been listed as a teaching-learning objective, and most teachers seem to be hardly acquainted with learner autonomy (LA). Therefore, it is very essential to conduct a study of LA as perceived and experienced by school teachers and to find out the importance of LA training for professional development. A questionnaire was used to collect the data about English teachers’ perceptions regarding LA and LA-based practices. In addition, an LA training was conducted to see its significance for[JC1] professional development. After quantitatively and qualitatively analyzing the data, it was found that the participating teachers tended to maintain that autonomy should be inculcated among learners, and that the LA concept should not be misinterpreted as learning without a teacher. Concerning choices and decisions by the learners, it was believed that learners’ making choices about how they learned and what activities they did, and involving them to decide what and how to learn could promote autonomy among learners. As regards LA-based teaching-learning practices, it was revealed that most teachers desired to implement LA principles in their teaching-learning contexts, although they identified that many of the LA principles were not that feasible to apply in their situation. It was also found that LA training could improve the teachers’ perceptions regarding LA concepts and principles. There were some constraints which could make learner autonomy difficult to develop among Indonesian learners in general: limited time allotted for the implementation of the curriculum, learners’ lack of autonomous learning experience, too much focus on national examinations, and insufficient proficiency of English. LA-based teaching-learning practices were most desired; however, many were considered as having insufficient feasibility. In this respect, commitment is certainly the key to success in inculcating LA principles as well as implementing them in the classroom setting. [JC1]significance for
28
Kim, Su-Jin. "Western Music History Subjects Applied to Discussion and Discussion Operational Case Studies." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 19 (October 15, 2023): 503–18. http://dx.doi.org/10.22251/jlcci.2023.23.19.503.
Full textAbstract:
Objectives This study sought to provide an effective teaching direction through practical examples of applying the discussion and discussion method to Western music history subjects and conducting classes with learner-cen-tered teaching methods. At the same time, the purpose is to conduct a learning effect and satisfaction survey for discussion-centered classes for students, analyze the results, prove the effectiveness of the discussion and dis-cussion teaching method, and present a learner-centered teaching model for music colleges in the future.
Methods While conducting a class on the history of Western music in the 2022-2 semester at the Department of Music at S University in Seoul, we attempted various class activities such as flipped learning, discussions/debates, quiz games, and reflection journal writing using a three-stage model of before class, during class, and after class. After completing the 15th week of classes, a learner satisfaction survey was conducted on 24 students who took the class to determine the effectiveness of the class method and learners' perception and satisfaction, and the results were analyzed.
Results First, the learner-centered teaching method using discussion and discussion has developed various competencies in the learners. Second, through various learning activities and the use of learning materials, the in-terest and interest of learners were improved. Third, through various activities such as flip learning, PPT lectures, discussion and discussion activities, and writing a reflection diary, the learner's understanding was improved. Fourth, through the formation of mutual closeness with the learners, it was possible to expect the active appear-ance of the learners. Fifth, the learners' satisfaction with the overall class was high.
Conclusions By applying the discussion and discussion method to the Western Music History course, which is a major subject of the College of Music, the learning effect and class satisfaction were increased, and the active participation of learners was drawn. Through this, the effect of the discussion and discussion teaching method was revealed and the way forward for learner-centered teaching was suggested.
29
Noviana, Nurul, and Priyatno Ardi. "INVESTIGATING LEARNER AUTONOMY IN A TOEFL PREPARATION PROGRAM." Journal of English Educational Study (JEES) 3, no. 1 (May 18, 2020): 10–20. http://dx.doi.org/10.31932/jees.v3i1.612.
Full textAbstract:
Learner autonomy is learners’ ability to take charge, set the rules and style of their learning as the goals. Profiling autonomous learners can be seen in the TOEFL preparation program class. TOEFL preparation program is a course subject to provide learners in achieving the TOEFL score target to fulfill requirements as ELT students. The class provides learners with more opportunities in studying pre-face-to-face sessions by giving the students worksheets. These opportunities directed the learners to exercise their English. This study investigates the learning activities conducted by EFL learners in the TOEFL class and the use of learner autonomy in the pre-face-to-face session in the TOEFL preparation program. The study employed a qualitative narrative inquiry, grounded in phenomenological research. Data were collected and analyzed qualitatively by understanding the meaning of lived experiences. Data were gathered by interviewing 5 participants and observing the TOEFL class. Based on the findings, there were numbers of extension language activities held by the learners. There were five themes categories of learner autonomy as strategy, learner autonomy as perceptions, learner autonomy as behavior, learner autonomy as the interdependence of social autonomy, and experiences from learning TOEFL test preparation program in learners’ lived experiences.
30
Donald, Shane. "Learner Initiatives in the EFL Classroom: a Public/Private Phenomenon." ELT Journal 74, no. 2 (March 7, 2020): 136–45. http://dx.doi.org/10.1093/elt/ccaa006.
Full textAbstract:
Abstract This paper examines how a teacher responds to ‘learner initiatives’ during classroom instruction. Learner initiatives refer to students making ‘uninvited’ contributions in class when not selected as the next speaker. This paper focuses on learners initiating an interactional sequence through asking the teacher a question. Using conversation analysis, this research describes two practices adopted by a teacher when responding to such learner initiatives. These practices shape how learners participate within learner-initiated interactional sequences and hence the opportunities that occur for learning the target language. The teacher utilizes recipient design to either better understand learner queries or explicitly answer learner questions as part of dealing with learner initiatives. This paper contributes to understanding of how learner initiatives are managed by teachers and has a role to play in teacher education by raising practitioner awareness of how this aspect of classroom interaction can be managed to further learner participation.
31
Katuka, Gloria Ashiya, Alexander R. Webber, Joseph B. Wiggins, Kristy Elizabeth Boyer, Brian Magerko, Tom McKlin, and Jason Freeman. "The Relationship between Co-Creative Dialogue and High School Learners' Satisfaction with their Collaborator in Computational Music Remixing." Proceedings of the ACM on Human-Computer Interaction 6, CSCW1 (March 30, 2022): 1–24. http://dx.doi.org/10.1145/3512970.
Full textAbstract:
Co-creative proccesses between people can be characterized by rich dialogue that carries each person's ideas into the collaborative space. When people co-create an artifact that is both technical and aesthetic, their dialogue reflects the interplay between these two dimensions. However, the dialogue mechanisms that express this interplay and the extent to which they are related to outcomes, such as peer satisfaction, are not well understood. This paper reports on a study of 68 high school learner dyads' textual dialogues as they create music by writing code together in a digital learning environment for musical remixing. We report on a novel dialogue taxonomy built to capture the technical and aesthetic dimensions of learners' collaborative dialogues. We identified dialogue act n-grams (sequences of length 1, 2, or 3) that are present within the corpus and discovered five significant n-gram predictors for whether a learner felt satisfied with their partner during the collaboration. The learner was more likely to report higher satisfaction with their partner when the learner frequently acknowledges their partner, exchanges positive feedback with their partner, and their partner proposes an idea and elaborates on the idea. In contrast, the learner is more likely to report lower satisfaction with their partner when the learner frequently accepts back-to-back proposals from their partner and when the partner responds to the learner's statements with positive feedback. This work advances understanding of collaborative dialogue within co-creative domains and suggests dialogue strategies that may be helpful to foster co-creativity as learners collaborate to produce a creative artifact. The findings also suggest important areas of focus for intelligent or adaptive systems that aim to support learners during the co-creative process.
32
Hafidi, Mohamed, and Tahar Bensebaa. "Developing Adaptive and Intelligent Tutoring Systems (AITS)." International Journal of Information and Communication Technology Education 10, no. 4 (October 2014): 70–85. http://dx.doi.org/10.4018/ijicte.2014100106.
Full textAbstract:
Several adaptive and intelligent tutoring systems (AITS) have been developed with different variables. These variables were the cognitive traits, cognitive styles, and learning behavior. However, these systems neglect the importance of learner's multiple intelligences, learner's skill level and learner's feedback when implementing personalized mechanisms. In this paper, the authors propose AITS based not only on the learner's multiple intelligences, but also the changing learning performance of the individual learner during the learning process. Therefore, considering learner's skill level and learner's multiple intelligences can promote personalized learning performance. Learner's skill level is obtained from pre-test result analysis, while learner's multiple intelligences are obtained from the analysis of questionnaire. After computing learning success rate of an activity, the system then modifies the difficulty level or the presentation of the corresponding activity to update courseware material sequencing. Learning process in this system is as follows. First, the system determines learning style and characteristics of the learner by an MI-Test and then makes the model. After that it plans a pre-evaluation and then calculates the score. If the learner gets the required score, the activities will be trained. Then the learner will be evaluated by a post-evaluation. Finally the system offers guidance in learning other activities. The proposed system covers all important properties such as hypertext component, adaptive sequencing, problem- solving support, intelligent solution analysis and adaptive presentation while available systems have only some of them. It can significantly improve the learning result. In other words, it helps learners to study in “the best way.”
33
Hao, Xiaowei, and Shanshan Han. "An Algorithm for Generating a Recommended Rule Set Based on Learner's Browse Interest." International Journal of Emerging Technologies in Learning (iJET) 13, no. 11 (November 9, 2018): 102. http://dx.doi.org/10.3991/ijet.v13i11.9604.
Full textAbstract:
To personalize the recommended learning information according to the interests of the learner, a recommendation rule set generation algorithm based on learner browsing interests was proposed. First, the learner's browsing behavior was captured. A multivariate regression method was used to calculate the quantitative relationship between the learner's browsing behavior and the degree of interest in the web page to generate a learner's current interest view (CIV). With this current interest view, a content-based collaborative filtering personalized information recommendation service was provided to learners. Then, a new weighted association rule algorithm was used to discover the associations between the items, so that the degree of recommendation was obtained. Furthermore, the degree of recommendation was used as a personalized recommendation service for learners with long-term interests. The results showed that the proposed algorithm effectively improved the quality of information recommendation and the real-time performance of the recommendation. Therefore, this algorithm has a good application value in the field of personalized learning recommendation.
34
Chen, Haijian, Yonghui Dai, Heyu Gao, Dongmei Han, and Shan Li. "Classification and analysis of MOOCs learner’s state: The study of hidden Markov model." Computer Science and Information Systems 16, no. 3 (2019): 849–65. http://dx.doi.org/10.2298/csis181002030c.
Full textAbstract:
In MOOCs, learner?s state is a key factor to learning effect. In order to study on learner?s state and its change, the Hidden Markov Model was applied in our study, and some data of learner were analyzed, which includes MOOCs learner?s basic information, learning behavior data, curriculum scores and data of participation in learning activities. The relationship of the learning state, the environment factors and the learner?s individual conditions was found based on the data mining of the above of learning behavior data. Generally, there are three main conclusions in our research. Firstly, learners with different educational background have different learning states when they first learn from MOOCs. Secondly, the environmental factors such as curriculum quality, overall learning status and number of learners will influence the change of learners? learning status. Thirdly, the learner?s behavioral expression is an observational signal of different learning states, which can be used to detect and manage the learner?s learning states in different periods. From the analysis results of Hidden Markov Model, it is found that learners in different learning states can adopt appropriate methods to improve their learning efficiency. If the learner is in a negative state, the learning efficiency can be improved by improving the learning environment. If the learner is in a positive state, the positive learning status of the surrounding learners can help him or her maintain current state. Our research can help the MOOCs institutions improve the curriculum and provide reference for the development of MOOCs teaching.
35
Jeffrey, David M., and Renee M. Clark. "Supplementing Western Perspectives of Learner-Centered Instruction With a Daoist Approach Towards Authentic Power Sharing in the Classroom." International Journal of Contemporary Education 2, no. 1 (January 31, 2019): 9. http://dx.doi.org/10.11114/ijce.v2i1.4016.
Full textAbstract:
Learner-centered teaching (LCT) has one main focus – learners and learning! With learner-centered teaching, the traditional roles of the instructor and learners change. In this paper, we draw various parallels between learner-centered instruction and ancient Chinese wisdom based on Daoist perspectives to further promote and support learner-centered teaching among instructors, in particular college instructors. Daoist wisdom is a philosophy based on living in peace and harmony with the way everything is in nature, and it encourages sharing of power with students, which ultimately engenders trust. This paper will present and discuss the key characteristics of learner-centered instruction alongside ancient Daoist perspectives that align with and promote and support this type of instruction. These learner-centered characteristics include 1) the instructor as a facilitator of learning, 2) sharing of power and control with learners, 3) student participation and responsibility for learning, 4) collaboration among learners, 5) higher-order skills instruction and development, and 6) evaluation for learning purposes. This paper is organized based on these interrelated and interdependent characteristics of LCT and their relationship to ancient Daoist perspectives, which can support instructors in applying learner-centered instructional methods.
36
De Wet, Corene. "What newspapers tell us about teacher-on-learner violence in South African schools." African Journal of Teacher Education 13, no. 1 (January 24, 2024): 1–27. http://dx.doi.org/10.21083/ajote.v13i1.7589.
Full textAbstract:
This small-scale qualitative study of newspapers’ portrayal of teacher-on-learner violence in South African schools is informed, firstly, by the World Health Organisation’s definition of violence and four of the World Health Organisation’s six main types of violence involving children and, secondly, by John Galtung’s theory of violence. South African media was used as a database for identifying South African English newspaper articles on teacher-on-learner violence. Qualitative content analysis was employed to systematically work through the identified newspaper articles. Five types of direct teacher-on-learner violence were identified: (1) The physical abuse of learners under the pretext of addressing learner misbehaviour; (2) the normalisation of the sexual abuse of learners by their teachers; (3) teachers’ use of words to systematically humiliate and tear down learners; (4) teachers’ negative stereotyping and discrimination of learners belonging to a different race; and (5) teachers’ malicious neglect of their in loco parentis responsibilities. Looking at teacher-on-learner violence through the lens of Galtung’s theory of violence, this study facilitates an understanding of the multi-layered and complex nature of teacher-on-learner violence and contributes to the existing body of knowledge on teacher-on-learner violence.
37
Baneres, David, Xavi Baró, Ana-Elena Guerrero-Roldán, and M. Elena Rodriguez. "Adaptive e-Assessment System: A General Approach." International Journal of Emerging Technologies in Learning (iJET) 11, no. 07 (July 21, 2016): 16. http://dx.doi.org/10.3991/ijet.v11i07.5888.
Full textAbstract:
On any type of course (on site or online), a learner is evaluated whether he has acquired the knowledge and competences provided in the course. The evaluation should be performed by evaluating his progression by means of the interaction in the classroom or assessment activities. Mostly, assessment activities are used to check the level of expertise of the learner. Typically, the assessment model and assessment activities of subjects in official programmes are the same for all the learners, since they should be evaluated having the same opportunities and conditions. However, when the learner is evaluated based on a continuous assessment model, he is demonstrating on each activity his knowledge and proficiency level and, at the same time, his reputation could be also built based on the actions he is performing within the course. Therefore, the assessment model can be particularly adapted for each learned based on this information. In this paper, we present a general system to adapt any component of the assessment process (model, activity, question…) based on different evidences gathered from the learning process of the learner.
38
Smid, Dávid. "MA Students' Foreign Language Learning Motivation and Autonomy in an International Learning Context." Working Papers in Language Pedagogy 9 (December 1, 2015): 41–57. http://dx.doi.org/10.61425/wplp.2015.09.41.57.
Full textAbstract:
How motivated and autonomous are tertiary-level students of English? What role does their national cultural background play in their learner profiles? Research in these areas does not seem to abound. However, since advanced learners have relatively long foreign language learning histories, they could provide valuable insights into the phenomenon in focus. This article discusses the language learning motivation and learner autonomy of MA Applied Linguistics students in Barcelona originating from a variety of countries, including Spain, China, and Japan. Its theoretical framework rests on the process model of L2 motivation (Dörnyei & Ottó, 1998). A small-scale qualitative study was carried out using retrospective interviews as an instrument for data collection. It was learned that MA students are highly motivated, committed to their goals, and possess significant learner autonomy. Different patterns emerged across the examined national cultural backgrounds in learning environment preference, management of time, concept of learner autonomy, and performance history attribution. Pedagogical implications include that university teachers of EFL should be prepared to teach in a multicultural class and promote intercultural skills.
39
Chaw, Lee Yen, and Chun Meng Tang. "Learner Characteristics and Learners’ Inclination towards Particular Learning Environments." Electronic Journal of e-Learning 21, no. 1 (January 27, 2023): 1–12. http://dx.doi.org/10.34190/ejel.21.1.2537.
Full textAbstract:
In addition to a face-to-face classroom learning environment, today’s learners in higher education are likely to have also experienced a blended learning or an online learning environment. These learning environments not only differ in their delivery modes, but also learning activities, class interactions, assessment approaches, etc. Learners tend to have differing perceptions about the effectiveness of different learning environments. This study therefore investigates whether the reasons learners like or dislike a learning environment reveal learner characteristics that may explain why some learners are more inclined towards a particular learning environment. This study also examines whether learner demographics influence learner characteristics and their preference for a particular learning environment. Using an exploratory sequential mixed methods research design, this study first conducted several focus group discussions and then administered an online questionnaire survey to collect input from students at a local university. Analyses derived four learner characteristics (i.e. desire for direct support, digital readiness, learning independence, and online hesitancy) based on the reasons why the students liked or disliked face-to-face classroom learning, blended learning, or online learning environments. A cluster analysis further distinguished the students into three groups (i.e. classroom learners, insecure learners, and online learners) based on the four learner characteristics. Analyses also found that learners’ demographics largely had no effect on learners’ characteristics and their preference for a particular learning environment. The findings suggest that learner characteristics may provide a clue to why certain learners have a preference for a face-to-face classroom learning, a blended learning, or an online learning environment. A better understanding of the relationship between learner characteristics and learners’ inclination towards a particular learning environment can be helpful to educational institutions and academics to design a range of engaging learning activities for learners with different characteristics.
40
Whyte, Shona. "Learning to teach with videoconferencing in primary foreign language classrooms." ReCALL 23, no. 3 (September 1, 2011): 271–93. http://dx.doi.org/10.1017/s0958344011000188.
Full textAbstract:
AbstractThis qualitative study investigates the relationship between learning opportunities and teacher cognition in the context of a videoconferencing (VC) project for foreign languages (FL) in French primary schools. Six generalist primary teachers were followed throughout the initial six-month stage of the initiative, and data were collected from learners, teachers, and trainers via questionnaire, video and audio recordings of class and feedback sessions, online teacher and trainer discussion, and video-stimulated recall interviews. Interview data revealed distinct teacher profiles involving differences in orientation to teaching and the teacher, learning and learners, and technology. These profiles corresponded to different teaching strategies and resulted in varying patterns of learner interaction in VC sessions. Teachers’ comments showed them to be guided by general rather than FL-specific pedagogical principles, and pedagogical concerns frequently intersected with technical issues as teachers learned to exploit the new VC technology. While most teachers valued spontaneous FL interaction as a key VC affordance, the filmed sessions revealed little unplanned learner-learner communication. This finding is related to teachers’ views of second language acquisition as product rather than a process; for more learner-centred teachers, spontaneity was affected by rehearsal, and for more teacher-oriented practitioners, sustained teacher intervention influenced patterns of learner participation. In addition to these classroom findings, the study highlights the value of this type of participant research in facilitating the exchange of resources and expertise, classroom video footage, and participants’ comments and queries, and thus contributing to professional development in CALL and CMC-based teacher education.
41
Mohammadi, Mohammad, and Ziba Mahdivand. "Is Willingness to Communicate a Reliable Predictor of Learner Autonomy in an EFL Context?" Center for Educational Policy Studies Journal 9, no. 1 (March 25, 2019): 9. http://dx.doi.org/10.26529/cepsj.667.
Full textAbstract:
The present quantitative study investigated the relationship between willingness to communicate (WTC) and learner autonomy in an EFL context. In addition, it explored the probable effect of gender on the relationship between learner autonomy and WTC. Furthermore, it investigated whether WTC could predict learner autonomy. The data were collected from 142 upper-intermediate and advanced EFL learners (72 males and 70 females) by means of two questionnaires, the Learner Autonomy Questionnaire and the WTC Scale. The findings indicated that WTC correlated significantly and positively with learner autonomy. Moreover, correlational analysis revealed that gender modified this relationship in that the relationship between WTC and learner autonomy was stronger and more positive among female learners. The results revealed that WTC was a partial predictor of learner autonomy in this EFL context.
42
Ramalingam, Sangeeth, Melor Md Yunus, and Harwati Hashim. "Exploring ESL Students' Qualitative Insights on Learner-to-Learner Interaction in Blended Environment." 15TH GLOBAL CONFERENCE ON BUSINESS AND SOCIAL SCIENCES ON 14 - 15 SEPTEMBER 2023, NOVOTEL BANGKOK PLATINUM PRATUNAM, THAILAND 15, no. 1 (September 14, 2023): 114. http://dx.doi.org/10.35609/gcbssproceeding.2023.1(114).
Full textAbstract:
Sustainable Development Goal 4 aims to achieve good quality education and in order to achieve SDG 4, it is very crucial for English as Second Language tertiary learners to have strong English language competency. Verbal communication ability is highly related to English language competency. Learners must possess effective verbal communication skills in order to acquire good employment and carry out their job duties effectively at workplaces (Sathiyaperba et al., 2021). However, lack of verbal communication particularly less interaction between the learners has become a grave concern (Fariza Puteh et al., 2019; Janitha, 2021; Ting et al., 2017). Several scholars have sought to solve the verbal communication problems among ESL tertiary learners through face-to-face approaches and online approaches. Face to face approaches have been criticized by previous scholars due to learners have less responsibility for their learning (Alsaaty et al., 2016; Mongwaketse, 2018). ESL learners' verbal communication problem also has been extensively researched using online strategies like gamification and mobile integrated approaches. Nevertheless, face to face or online approach alone could not help to enhance ESL learners' verbal communication problem particularly learner-learner interaction. The 9th shift of Malaysian Education Blueprint emphasizes on technology integration in teaching and learning (Ministry of Education Malaysia, 2015). Thus, blended learning approach has been widely applied in tertiary institutions including in ESL classrooms. However, learners complain about the challenges they face during verbal communication learning in blended environment. Hence, the aim of this study is to explore ESL students' qualitative insights on learner-to-learner interaction in a blended environment. Keywords: Blended Learning, English as a Second Language, Learner-To-Learner Interaction, Qualitative
43
Yıldırım, Rana, and Duygu İspinar Akcayoglu. "A Study of Young Gifted Learners’ and Their Teachers’ Perceptions of Effective EFL Learners." Journal for the Education of the Gifted 42, no. 1 (December 17, 2018): 85–104. http://dx.doi.org/10.1177/0162353218816507.
Full textAbstract:
This study compared gifted learners’ and their English teachers’ perceptions of who is an effective English as a foreign language (EFL) learner. The research questions include the following: (a) What are young gifted learners’ perceptions of an effective EFL learner? (b) What are English teachers’ perceptions of an effective EFL learner? and (c) Is there a match between young gifted learners’ and their English teachers’ perceptions of an effective EFL learner? The participants were two gifted learners attending the English classes at the Science and Arts Center (BILSEM) in Adana, Turkey, and two English teachers working with these students. Data were collected through repertory grids, written accounts of the students, and retrospective interviews. Findings include implications for designing appropriate instruction for gifted EFL learners and teacher educators who work with these specific learners.
44
Bowles, Melissa A. "Exploring the Role of Modality: L2-Heritage Learner Interactions in the Spanish Language Classroom." Heritage Language Journal 8, no. 1 (March 30, 2011): 30–65. http://dx.doi.org/10.46538/hlj.8.1.3.
Full textAbstract:
In most post-secondary Spanish language programs in the U.S., heritage language (HL) learners and second-language (L2) learners are enrolled together, in the same courses (Ingold, Rivers, Tesser, & Ashby, 2002). Nevertheless, there is scant empirical research on what actually goes on in these classrooms and what the nature of learner-learner interactions is (Blake & Zyzik, 2003; Bowles, in press). This study reflects a reality in many Spanish classes because it analyzes the task-based interactions of nine learner-learner pairs, each containing an L2 learner and an HL learner of Spanish. The pairs completed a series of three tasks — one oral (a spot-the-differences task) and two written (a crossword puzzle task and a cloze/complete-the-story task). Results showed that, in completing the tasks, the L2 and HL learners had their language-related issues resolved in equal proportion but that there were qualitative differences on the written tasks in terms of the linguistic targets. HL learners relied on their L2 partners for orthography issues (spelling and accent placement), whereas L2 learners relied on their HL partners for vocabulary issues and, to a lesser extent, for grammar-related queries. Implications for pedagogy in classrooms enrolling both L2 and HL learners are discussed.
45
Hua, Xin, Hongchen Zhang, Feihong Xie, Juntian Wei, Junjia Wei, and Huimin Li. "Research on Learner Modeling and Curriculum Recommendation Based on Emotional Factors." Journal of Sensors 2022 (May 17, 2022): 1–9. http://dx.doi.org/10.1155/2022/3296713.
Full textAbstract:
With the increasing with the number of courses, learners cannot find the courses they need quickly. Therefore, the primary problem to change the efficiency of online courses is to recommend corresponding courses for a certain group of people according to their needs. Learner characteristics are an important aspect of reflecting learner preferences, and learner models are abstract representations and descriptions of learner characteristics. It is necessary to enhance the use of online courses among students; we must build a relatively comprehensive curriculum model. At present, the construction of learner model is mostly based on cognitive level and learning style, ignoring the emotion expressed by learners to the curriculum, and emotion is a very important characteristic of learners. In order to establish a perfect learner model, it is necessary to incorporate learners’ aspect emotion into the learner model to make the course recommendation process more accurate. Firstly, based on the attention mechanism long-term and short-term memory network, this paper extracts the learner’s aspect emotion to the curriculum from the learner’s curriculum review. At the same time, it studies various characteristics, such as demography, cognitive level, motor behavior, and learning style. By establishing a perfect model integrating researchers’ emotional state, finally, the complex interaction between learner characteristics and curriculum characteristics is modeled by using deep factor natural decomposition, so as to achieve accurate curriculum recommendation. In this study, the learner’s aspect emotion is included in the construction of learner model and enriched and perfected the learner model. It provides a reference for the theoretical research and applied research of learner model and has reference significance. At the same time, combining Deep learning can improve the accuracy of course recommendation, help learners’ learning efficiency and personalized learning quality, and also contribute to the long-term development of online platform. The mathematical modeling in this paper uses learning analysis technology and general factor model based on matrix factorization to calculate and uses factorization machine to reduce the dimension of high-dimensional data, which is efficient and accurate.
46
SU TONGA, Emine, and Sami ŞAHİN. "Interaction in Distance Education: Meta-Synthesis of Qualitative Studies." e-Kafkas Eğitim Araştırmaları Dergisi 10, no. 1 (April 15, 2023): 52–75. http://dx.doi.org/10.30900/kafkasegt.1139201.
Full textAbstract:
Interaction in distance education processes; It has a very important place in the learner's academic performance, attitude and motivation, participation in the lesson and the acquisition of instructional goals and behaviors. According to the data obtained as a result of the analysis in this study, in which the interaction in synchronous and asynchronous distance education processes was investigated by qualitative meta-synthesis method; In the synchronous and asynchronous distance education processes, themes emerged about the purposes for which interactions are established, which features and functions can increase interactions in distance education, and which factors negatively affect this process while the interactions are established. According to these themes, which also constitute the aims of the research, interactions in distance education processes are established for cognitive, affective and collaborative purposes. Cognitively oriented interactions; ask questions-answer, asking for and expressing opinions, feedback, making explanations, sharing knowledge and experience, participating in discussions, suggesting solutions, directing, while affectively focused; encouragement and support, sharing personal information, cooperation and emotional support, collaborative interactions; It is established for the purpose of determining group qualifications (members and work area), coordination among group members, distribution of tasks within the group (expertise), group work processes. The categories on how to increase interactions were examined as learner-teacher, learner-learner, learner-content and multiple interaction. Teaching strategies that encourage peer consultation for learning, course contents with detailed and explanatory demonstrations, the learner's sense of belonging and commitment to the group, reducing social and psychological distance with a quick reply to the e-mail sent by the learner, the learner's questions and There is in-depth and explanatory feedback on the students' comments, and asynchronous student-teacher interaction using alternative web resources. Among the factors that negatively affect the interaction process are; during the process, there are negative experiences, slow connection or disconnection, conflict between learners, insufficient online course time to interact due to the intensity of the content, the dominant student being at the forefront when the teacher cannot manage the interaction process, and pedagogical inadequacy that negatively affects the cooperation between learners.
47
Neluvhola, T. G., A. E. Van Zyl, and L. L. Maliwichi. "Learner migration at secondary schools in South Africa: Benefits and challenges." South African Journal of Education 42, Supplement 1 (December 31, 2022): 1–10. http://dx.doi.org/10.15700/saje.v42ns1a2085.
Full textAbstract:
Learner migration, which occurs worldwide, is the voluntary and intentional movement of learners from 1 school to another school of their choice in order to secure better learning opportunities. The study reported on here contributes to the literature on learner migration by focusing on the inequalities caused by racism, benefits and challenges that result from learner migration at selected secondary schools across the 9 provinces of South Africa. Bronfenbrenner's bio-ecological theory was used as the theoretical framework to inform a qualitative research inquiry. A purposeful sample of 9 secondary school principals, 27 secondary school learners who migrated and 27 parents of learners who migrated were drawn from across the 9 provinces. Data were collected through semi-structured individual interviews with principals and focus-group interviews with parents and learners. The findings indicate that learner migration provides benefits to learners and their parents through effective principal leadership; sound discipline; quality school facilities and resources; and improved educational opportunities at the receiving schools. However, learner migration is accompanied by several challenges: principals at receiving schools face added administrative and managerial pressure; parents of learners who migrate encounter added financial burdens; and learners who migrate often face arduous travel to and from the receiving school and, in some cases, an intolerant atmosphere at the receiving schools. It is concluded that learner migration is a complex phenomenon requiring effective holistic management.
48
Saeed, Murad Abdu, Mohammed Abdullah Alharbi, and Amr Abdullatif Yassin. "Sustaining Synchronous Interaction Effectiveness in Distance Writing Courses: A Mixed Method Study in a KSA University." Sustainability 13, no. 24 (December 10, 2021): 13675. http://dx.doi.org/10.3390/su132413675.
Full textAbstract:
The sudden transition to online learning during the COVID-19 pandemic has been challenging for many learners and teachers due to the fact that most universities suddenly shifted to online learning without providing adequate time for preparing and training teachers and learners in using interactive educational technologies. Such challenges are even more pronounced for language instructors in cultivating and sustaining interactions among learners, especially in writing courses that demand active engagement and interactions. Therefore, this study focused on what and how a writing instructor did through technology in creating an interactive writing environment for KSA learners joining five online writing courses and how learners perceived interactions and identifies the major factors affecting their perceptions. The data were collected from multiple sources: WhatsApp chats, Google Docs chats and comments, screencast recorded discussions, students’ texts, and their responses to an electronic (e-) survey as well as follow-up interviews. The study revealed that in connecting Google Docs to the Blackboard Collaborate Ultra, the instructor engaged learners in multidirectional and multimodal interactions and text writing and revising. The WhatsApp group was also used for individual learner-learner and learner-teacher interaction illustrating support and consultation-seeking behaviors of learners beyond the online classroom time. The learners’ perceptions of technology-mediated interactions (overall, learner-learner and learner-teacher) in the online writing courses were at high levels, though such perceptions varied according to several factors, including socio-demographic characteristics. The study concludes by offering useful pedagogical and research implications.
49
Palalas, Agnieszka, and Norine Wark. "A Framework for Enhancing Mobile Learner-Determined Language Learning in Authentic Situational Contexts." International Journal of Computer-Assisted Language Learning and Teaching 10, no. 4 (October 2020): 83–97. http://dx.doi.org/10.4018/ijcallt.2020100106.
Full textAbstract:
Mobile technology melds the mobile learner's authentic real and virtual worlds, enabling increasingly untethered personalized, learner-determined language learning opportunities. This article introduces an evidence-based framework founded upon cumulative findings from a number of the authors' recent and ongoing research projects. This framework provides guidance for designing mobile language learning activities within the learner's evolving personal, authentic situational learning context. The framework consists of three learner dimensions and four external contextual affordances that synergistically define the dynamics of this learning context. The merger of these dimensions and external contextual elements yields three interdependent learning concepts—personalization, adaptation, and relevancy—which enhance the mobile learner's motivation and self-determination. Application of these concepts enables instructors and learners to design mobile language activities that consider the interplay of numerous factors impacting language learning in context.
50
Ramalepa, Tshiamo N., Tendani S. Ramukumba, and Mmajapi E. Masala-Chokwe. "Teenage pregnancies in Bapong schools, Madibeng local municipality: Teachers’ views." South African Journal of Education 41, no. 2 (May 31, 2021): 1–8. http://dx.doi.org/10.15700/saje.v41n2a1646.
Full textAbstract:
The South African Schools Act 84 of 1996 forbids discrimination against learners based on pregnancy, while the 2007 guideline document, Measures for Prevention and Management of Learner Pregnancy, stipulates teachers’ role in preventing and managing learner pregnancy. Teachers are, therefore, responsible for pregnant learners in the school environment. In the study, which was conducted in primary and secondary schools in Bapong, we aimed to explore and describe the perceptions of teachers regarding pregnancy of school learners. A qualitative exploratory and descriptive approach with purposive sampling was used. In-depth interviews were used for data collection and content analysis was done through Tesch’s approach using open coding. The findings suggest that, despite being against learner pregnancy, teachers are more concerned with the educational success of pregnant learners. They view learner pregnancy as a threat to teachers, other learners and the school environment because they are not trained to deal with pregnancy-related problems. The findings also indicate that the Departments of Health and Education should collaborate in order to initiate a partnership between teachers, school health nurses, and midwives regarding learner pregnancy in schools.